Introduction. The article is devoted to the study of the principle of personalization and its application in the design of educational programs for adult learners. During the research scientific sources, experience and speeches of educational content developers were analyzed in order to clarify the interpretation of the term «personalization». The relevance of educational programs of additional professional education, including those implemented using distance learning technologies, is considered.

Materials and methods. In the process of the research, the scientific literature was analyzed and the method of analyzing the digital footprint in the distance learning system was used. The practical experience of using the personalization principle in designing educational programs and developing e-learning content was systematized and summarized.

Results. Various interpretations of the term “personalization” are analyzed, the key characteristics in the use of this principle in adult learning are identified. The concept of “personalized adult learning” is clarified. Described the main opportunities for the learner and the learner, which provides the consideration of the principle of personalization in the implementation of educational programs of additional professional education.

Discussion and conclusions. The conducted research allowed to identify the essential characteristics of the concept of “personalization”, to formulate a unified interpretation of the term in relation to the adult learning system, to identify the main opportunities for using the principle of personalization in the design of educational programs and electronic educational content.

Introduction. Successful mastery of the object-oriented modeling methodology of business processes requires students of Business Informatics to invest significant time and effort in practical activities. How do students of this specialty perceive UML activity diagrams? Why do the models they create contain defects that reduce the quality of the diagrams? Does the defects number in the model depend on the education level of its author? The purpose of the study is to find answers to these pressing questions that will help adjust the training of business informaticians in creating activity diagrams and developing their sustainable professional modeling competencies.

Materials and methods. A survey of students in the disciplines of object-oriented analysis and design was conducted on the degree of complexity of perception of activity diagrams and the prospects for their further use. The responses of 363 respondents were studied. The pedagogical experiment was carried on a corpus of 124 activity diagrams created by bachelor's and master's degree program students majoring in Business Informatics and related fields. The classification of defects, the search for a relationship between the defects number of different classes, as well as between the complexity measure of the model and the defects number in it were performed out. Statistical and correlation analysis was performed using open source software.

Results. Business process models are generally not perceived by students as easy to create and necessary in practical activities. However, future business analysts plan to use them in practice first and foremost. The hypotheses in normality testing of the defects number samples in the models of bachelor's and master's degree program students, including by classes of defects, as well as samples of the complexity measure of these diagrams, were not confirmed. Rank correlation was used, which showed the existence of a statistically significant positive relationship between the defects number of different classes, taking into account the education level of the authors of the models, as well as between the defects number in model and its complexity.

Discussion and conclusions. Survey data processing showed that students perceive activity diagrams as a complex type of models, and business informaticians understand their importance in analytical work. Bachelor's and master's degree program students experience similar difficulties when creating business process models. An element of activity diagrams has been identified, which is the main source of defects. Master's degree students with a Bachelor of Business Informatics degree were unable to create defect-free models. This indicates the use of incorrect modeling patterns by substituting the concepts of the analysis stage with the concepts of the information system design stage. Elimination of the identified causes of defects in activity diagrams during the learning process will contribute to improving the quality of the latter and developing the corresponding competencies in students.

Introduction. In modern realities, the education system needs to be transformed taking into account the tasks of national economic development. The purpose of this article is to present the case of the National University of Science and Technology "MISIS" on the design of educational programs as part of the federal pilot project to test a new model of higher education levels.

Materials and methods. The analysis of existing solutions and positions of researchers on the modernization of higher education in the Russian Federation is carried out, a synthesis of competence-based, system-activity and environmental approaches is used. Based on the conceptual foundations of system design in the field of higher education, the principles of designing a new educational model are established, taking into account the complexity and specific features of educational systems.

Results. Based on the study of the experience of implementing a two-tier education system in the Russian Federation, the key principles of developing a new educational model were identified, a conceptual scheme for the educational program of basic higher education was presented, and key conditions for its implementation were formulated (personalization of training, support for leaders, reliance on centers for the creation of fundamental and applied knowledge, employer involvement). The development of the model is based on a personalized approach to student learning.

Discussion and conclusions. The article may have scientific value for representatives of the academic community as a starting point for a series of pedagogical studies on the effectiveness of implementing the principles embedded in the educational model during its design. It may also have practical significance for the management of higher education institutions when designing educational programs in the context of the implementation of the results of the pilot project into mass practice, for employees of federal executive authorities responsible for the implementation of higher education policy as theoretical and practical grounds for further improvement of the higher education system of the Russian Federation.

Introduction. The goal of digital transformation is to provide effective information support to participants in educational relations within the framework of organizing the process of obtaining education and managing educational activities, including through the introduction of digital technologies. Digital technologies have enormous transformative potential in the field of education, being dominant in the development of education and leading to qualitative changes in this area [2]. That is, they have inexhaustible potential for personalizing the educational environment in all types of educational organizations. One of the current digital tools is digital educational simulations, which allow students to gain practical skills and experience in a safe and controlled environment. This is especially important for the professional field related to education, since the mistakes of teachers can have serious consequences.

Materials and methods. The phenomenon of educational simulation is considered, its educational and educational potential is analyzed. The work uses methods of analysis of scientific literature, analysis, generalization and systematization of data, testing and surveys.

Results. The authors identified and described the main trends in the development of educational simulation, analyzed the educational potential of simulation in an interactive and contextual environment. A comparative analysis of educational simulation scenarios is carried out in relation to possible individual educational results (IER) that will be formed among students. The effectiveness of digital educational simulations for improving the assimilation of educational material by future teachers was confirmed as part of a pedagogical experiment based at Minin University.

Discussion and conclusions. With the help of simulations, you can increase the effectiveness of training, speed up the process of mastering new skills and improve the quality of training of future teaching staff. In addition, educational simulations provide a wide range of opportunities to increase the competitiveness of a university graduate. Also, educational simulations can be used to increase the motivation of students, since they provide the opportunity for a practice-oriented format for studying a topic, which may be more attractive than theoretical study of the material. And also to contribute to the formation and development of ethical guidelines for organizing interaction with participants in the educational process in a gentle manner for further transfer to situations of face-to-face interaction.

Introduction. In the context of rapid and dynamic changes, increasing demands on the professionalism of comprehensive school managers entails increased pressure on their personal structures, which leads to overexertion and professional burnout of administrators and to the deterioration of the organizational environment of the school. We find a contradiction between the mobilizations of energy, personal resources, professional competencies required from the school director and the presence of real internal reserves. The main professional competencies of school administrators are managerial competence. In the study, managerial abilities are considered within the framework of the model proposed by M. Woodcock and D. Francis. The purpose of the study is to determine the presence and nature of the influence of professional burnout on the managerial abilities of comprehensive school directors.

Materials and methods. We studied the severity of professional burnout of school principals using the professional burnout questionnaire by K. Maslach, managerial abilities were measured using the method of "Analysis of one's limitations" by M. Woodcock and D. Francis, the test of N. Hall "Emotional intelligence". 40 principals of comprehensive rural schools took part in the study, of which 30 % were school principals, 70 % were deputy principals. The average age of the study participants was 43,5 years (standard deviation SD=9.29). Their work experience ranged from 1 year to 39 years.

Results. The results of the study showed that the overall level of professional burnout of rural school administrators is in the average range, while the level of depersonalization is high, which significantly distinguishes them from urban school administrators. Average values are typical for the integral indicator and all parameters of managerial abilities, as well as most indicators of emotional intelligence of rural school administrators, while the managers’ best assess their skill of influencing others and managing the emotions of others, the worst – awareness of their own values and managing their own emotions. Professional burnout determines the implementation of managerial abilities. The greatest role in this is played by a decrease in the sense of one's own professional competence and productivity, loss of meaning in work. To the greatest extent, professional burnout of rural school administrators hinders the implementation and application of innovations in the management of an educational organization.

Discussion and conclusions. Rural school administrators maintain their own emotional-energetic balance through emotional detachment and formalism in their work. The implementation of managerial functions is based on the skill of influence, the ability to empathize and teach. The limitations of their managerial activities are blurred personal values, weak innovation and insufficient self-regulation skills. Professional burnout of rural school administrators worsens the implementation of managerial competencies: creativity, influence skills, leadership, organizational skills and emotional intelligence, therefore, burnout prevention and restorative psych hygienic measures are the key to the productivity of managerial activities. It is important to maintain self-confidence in school administrators, record successes, implement motivational events, and conduct high quality, modern and timely managerial training, in addition to enriching them with emotional resources.

Introduction. Human cognitive abilities are currently in the epicenter of attention of many specialists. It happens because of strengthening of their role in improving the efficiency of life activity of both a particular person and society as a whole in conditions of its increasing complexity. The problem of teacher's research thinking development is considered as one of the most important cognitive abilities. Its solution can contribute to improving the efficiency of education and, consequently, the quality of society's intellectual potential. This article focuses on exploring the concept of teachers' research thinking and its development as discussed by both domestic and foreign scholars. The goal was achieved through the use of theoretical research methods such as conceptual analysis, synthesis, and comparative-historical analysis. The article emphasizes the importance of studying the essence and content of “research thinking” for teachers and its role in enhancing their professional effectiveness.

Materials and methods. To achieve the goal, authors created a theoretical basis for the study, including different literary sources (both domestic and foreign). On its basis authors performed such methodological functions as critical (it allowed to identify differences and peculiarities of the essence of the concept under consideration in the approaches of different scientists, to reveal cause-and-effect relationships in different approaches to analyzing the essence of the key concept of this study), explanatory (contributed to deepening the understanding of the nature of research thinking) and synthesizing (led to the emergence of a new definition of the concept of “research thinking of a teacher?”). To realize these functions, such methods of theoretical research as analysis and synthesis, as well as comparative-historical analysis were used.

Results. Through careful analysis, the article identifies the most significant features of research thinking and provides the author's own definition of the concept.

Discussion and conclusions. By examining different methodologies utilized in both Russian and international research, a chronological order was established to showcase the progressive contributions made by scientists in shaping the fundamental nature of research thinking. This analysis unveiled the evolutionary trajectory of its essential attributes. Through meticulous analytical endeavors, the most significant defining features were identified, culminating in the author's precise formulation of the concept. The authors' definition can influence the research methodology, helping to clarify the understanding of its essence in the academic and scientific environment, as well as influence educational programs, methods and technologies for research thinking development.

Introduction. The article is devoted to the disclosure of the term “hospital pedagogy” and the description of the current reality in the issues of education of children in need of long-term treatment. The research analyzed scientific sources, experience and speeches of the developers of the concept of adaptive school, hospital school, rehabilitation and educational environment in order to clarify and describe the Russian model of hospital school. The author define the content of the concept and its structure, differences in regional approaches in the organization of education of children in need of long-term treatment, highlight the prospects for development and opportunities for dissemination of the most effective management and pedagogical practices.

Materials and methods. In the process of the research, the scientific literature and official statistics data on the organization of education for children in need of long-term treatment were analyzed.

the issue of organizing education for children in need of long-term treatment. Systematized and generalized practical experience in the creation and implementation of the educational and rehabilitation environment of education and upbringing within the framework of educational and rehabilitation environment of education and upbringing within the framework of the “UchimZnaem” project on the basis of the flagship site in Moscow, as well as the development of a system of networking between 67 hospital schools in the Russian Federation and neighboring countries.

Results. The approaches to understanding the term “hospital pedagogy” are defined, the model of hospital school and its structure are presented, and the results of the “UchimZnaem” project for ten years of its implementation are summarized. Six key blocks of the structural model of the Russian hospital school are identified, which should be taken into account when creating a full-fledged educational and rehabilitation environment for children in need of long-term treatment.

Discussion and conclusions. The conducted research allowed to identify the essential characteristics and features of the current stage of hospital pedagogy development, to define the essence of this concept as a system-forming pedagogical category and to develop key approaches to constructing the model of hospital schools, taking into account the historical heritage and different format of interaction innovations in the implementation of the model.

Introduction. The article considers the issues of providing special conditions for teaching the subject “Physics” to students with hearing impairment. The characteristics of the category of students with hearing impairment in terms of its heterogeneity, peculiarities of students' mental development are presented. The importance of the subject “Physics” for the speech, cognitive, personal development of students with hearing impairment is shown. It substantiates the necessity of creating a set of special psychological and pedagogical, material and technical, cadre conditions for teaching physics, considering the special educational needs of students with hearing impairment, features of their general and speech development. In the study the authors rely on the essential scientific and methodological foundations of the Russian scholarly tradition of pedagogy for the deaf. The relevance of the study is determined by the necessity of quality of general education of students with hearing impairment improvement, the importance of the most complete realization of the possibilities of this subject for quality education of students, ensuring their preparation for professional education, mastering life competencies.

Materials and methods. The main methods of research included: analysis of scientific and methodological materials regarding the issues of studying the subject “Physics” by students with hearing impairment and teaching this subject to them; analysis and generalization of both general and connected with pedagogy for the deaf methods, techniques, which is used in educational and remedial work with students with hearing impairment, getting basic general education.

Results. In the study were identified and described three groups of special conditions for the successful realization of the academic discipline “Physics” for students with impaired hearing: material and technical, psychological, pedagogical and personnel conditions. They are determined on the basic principles of pedagogy for the deaf and reflect the peculiarity of applying special requirements to the lessons for children with hearing impairment in the case of teaching science disciplines. Compliance with the described requirements allows to allocate the resources of the described subject not only to expand the area of students' subject knowledge, but also to meet their special educational needs.

Discussion and conclusions. The analysis of scientific and methodological materials has shown the lack of research defining the peculiarities of teaching the subject “Physics” in schools for children with hearing impairment. The issues of implementation of these conditions in practice are a subject for further research, monitoring and methodological work. The authors' description of the conditions for the realization of this subject can become the foundation both for studying the quality of teaching science disciplines in educational organizations which practice Federal Adapted Educational Program of Basic General Education (options 1.2; 2.2.1; 2.2.2.) for students with hearing impairments, and for developing programs to improve the competence of subject teachers to implement adapted programs.

Introduction. The aim of the study is to investigate the personality indicators of parents raising children with severe multiple developmental disorders and their dynamics in the process of participation in a psychocorrectional programme. The object of the study is families raising children with such disorders, and the subject is the dynamics of parents' psychological defence mechanisms and its influence on the psychosocial adaptation of families. The hypothesis of the study assumes the presence of specific regressive changes in the personality of parents, which may limit their psychological and social adaptation

Materials and methods. The study included low-formalised methods, such as interviews, anamnestic data collection, analysis of documentation and products of activity, as well as standardised methods, including the experimental-psychological technique "Life Style Index" and the loyalty index (NPS). A total of 22 parents from 8 cities in Russia raising children with severe multiple developmental disorders were studied. The study was conducted in three stages: preparatory-analytical, main experimental and final generalising stages.

Results. The study revealed the presence of specific regressive changes in the system of psychological defence mechanisms in parents, which limits their psychological and social adaptation. The developed psychocorrectional programme aimed at correction of inadequate psychological defences led to a significant decrease in the use of some defence mechanisms such as regression and projection, which had a positive effect on the parents' social adaptation

Discussion and conclusions. The results confirm the hypothesis of the study about the presence of specific regressive personality changes in parents of children with severe multiple developmental disorders. Conducting a psychocorrectional programme based on group forms of work and psychological and pedagogical approach was effective in improving the psychological and social adaptation of families. The practical significance of the study lies in the development of a methodology of group sessions that promote successful psychosocial adaptation of parents.

Introduction. The modern information world has made adjustments to the development of cognitive functions of generations. Many researchers have noted a decrease in memory, attention, and thinking abilities. To a lesser extent, the attention of generation Z (2000-2018 years of birth), especially students, is being studied. More attention is paid to the peculiarities of the attention of schoolchildren. The presented research aims to study the features of attention and some types of memory of 1st and 2nd year students. A review of the literature indicates that representatives of generation Z are immersed in the digital environment in the process of studying at a university and this leaves a certain imprint on their cognitive processes. It is noted that young people have high distraction, reduced concentration, high dependence on electronic games, visually oriented in the learning process.

Materials and methods. The following methods were used in the study: for the study of attention – a "Proof-reading test", the method of "Arranging numbers"; for the study of short-term auditory, RAM - a "Double test". The respondents are 370 people – university students of the 1, 2 year, age 17-19 years, Rostov-on-Don.

Results. As a result, the average performance indicators of attention have been established. The accuracy of attention in the groups is mostly above average. But compared to the 2016 study, the accuracy is reduced. The stability of concentration is high in groups, but in 2016 it was much higher. The arbitrariness of attention in the average groups was below average, and it is lower compared to the 2013 study. High rates of operational and short-term auditory memory of students have been established. The productivity of attention was higher among 2nd year students.

Discussion and conclusions. The conclusions noted that the flow of information in which students exist and study is large, fatigue and anxiety of students are high, which can reduce attention indicators. It is proposed to organize classes with students on information content management. In order not to be overloaded, which in turn will develop the possibilities of students' attention.

Introduction. The problem of creating psychological and pedagogical conditions for training specialists in global high-tech markets is one of the current areas in modern education. This issue is especially significant in modern socio-economic conditions, which require taking into account personal characteristics and patterns of response in a conflict situation in the process of teaching students.

Materials and methods. To solve the set tasks we used the following research methods: theoretical (analysis of psychological, pedagogical, methodological literature and dissertation research on the studied problems, comparison, synthesis of essential characteristics of concepts, generalization of practical experience); empirical (observation, survey, analysis of the educational process, experiment (ascertaining stage)). Empirical methods: psychodiagnostic techniques: "Kellerman-Plutchik Questionnaire", R. Cattell's technique of multifactorial personality research (16PF questionnaire), Thomas's technique for diagnosing personality predisposition to conflict behavior. Methods of descriptive and nonparametric statistics using the SPSS program. A study was conducted aimed at studying the influence of personality traits of students studying in the direction of "Management in Technical Systems" on the mechanisms of their psychological defense and patterns of response in conflict situations.

Results. Analysis of the personality traits of the tested students showed that they are characterized by: high intelligence, independence, independence, self-control. To study the relationship between the personal characteristics of students and their psychological defense strategies and behavior patterns in conflicts, the collected empirical data were subjected to mathematical processing using the method of one-way analysis of variance (ANOVA). The study revealed a connection between personality traits and behavior strategies in conflicts. Students who prefer avoidance (low cooperation and pursuit of goals) have the following characteristics: gentleness, dependence, empathy and compassion. The tested students, who are prone to the strategy of compromise in conflicts, have certain personality traits. They show openness and goodwill, sociability and friendliness. In communication they are distinguished by naturalness and ease, showing care, goodwill and responsiveness. They actively interact with others, participate in conflict resolution, are trusting and receptive to criticism. Their emotional sphere is characterized by spontaneity and openness. In the course of the study, we identified areas of psychological and pedagogical support for students during their studies at the university.

Discussion and conclusions. The work defines the relationship between personal qualities and defense mechanisms and tactics of behavior in conflict. The directions for taking into account the personal characteristics of students studying in the specialty “Management in Technical Systems” during their studies at the university are indicated.

Introduction. The article presents the results of an experimental study of the formation of conceptual thinking as a central psychological neoplasm of primary school age and a structural component of psychological readiness for the transition from primary to secondary school in younger adolescents with mental retardation in comparison with their peers with normal mental development. The period of transition from primary school to the basic level of education is one of the most difficult and has a certain specificity of the course of students with mental retardation in comparison with students with normal mental development. The formation of cognitive thinking as a component of psychological readiness for secondary school education in schoolchildren with ASD should be considered as one of the most important conditions for mastering educational material, further academic achievement, and the formation of the fundamental foundations of secondary school education.

Materials and methods. The study involved 302 younger adolescents enrolled in 4th grade general education in Chelyabinsk; 86 out of 302 children have mental retardation The study of conceptual thinking was carried out using the methods of L.V. Tikhomirova and A.V. Basov, borrowed from the «Screening of the level of intellectual development of future fifth graders». To verify the reliability of the obtained research results, the χ2 criterion was applied at the ascertaining stage of the experiment, which made it possible to determine the level of statistical significance of differences between empirical samples.

Results. In the course of the study, qualitative differences in the performance of diagnostic tasks by schoolchildren with mental retardation and with the norm of mental development were recorded; the features of the formation of the conceptual-logical, conceptual-categorical and conceptual-intuitive components of the conceptual thinking of students with mental retardation and with the norm of mental development were determined; the results of an experimental study revealed differences in the level of formation of the conceptual thinking of younger adolescents with mental retardation h and their peers with normal mental development, which are statistically significant (χ2 empirical =17.48 p < 0.05).

Discussion and conclusions. The study showed that the peculiarities of conceptual thinking of younger adolescents with mental retardation are manifested in persistent difficulties in forming a conceptual categorization of educational concepts and terms, which may be due to a low level of mnestic processes and abstraction, as well as insufficient vocabulary of children in this category; moreover, the difficulties of the generalization process revealed, in which students with mental retardation focus on functional or situational signs indicate a delay in the formation of verbal and logical thinking, which may cause persistent difficulties in mastering the subject results of the educational program.

Introduction. The article is dedicated to the study of the development of social-psychological competence in psychologists who work with early childhood. The scientific and social relevance of the studied problem is analyzed. Due to the existing practice in most educational institutions in our country, young children receive only episodic professional attention from psychologists. Specialists in this profile carry out their professional activities across all preschool age groups without differentiating the stages of ontogenesis in infancy and early childhood.

Materials and methods. The article presents the author's concept of the psychological structure of the concept of social-psychological competence in early childhood psychologists, consisting of the following components: professional-motivational component; system of professional actions (analytical, diagnostic, prognostic). To obtain substantive information about the features of professional activities of psychologists working with young children, a program of a stating experiment was developed, an important part of which is an author's questionnaire, including the most professionally significant questions for them.

Results. Analytical materials based on the results of the stating research are presented; psychologists participating in it emphasize in their responses the importance of differentiated psychological work with infants and toddlers, however, they recognize the insufficiency of scientific and technological preparation for such work.

Discussion and conclusions. Based on the discussion of the results of the stating research, the need to create a special program to form new social-psychological competencies in early childhood psychologists is identified, which will ensure the productivity of mental development in infancy and early childhood.

Introduction. The purpose of this article is to carry out a critical analysis of the doctrine of St. Gregory Palamas and the doctrine of Nikephoros Gregoras, to identify significant contradictions regarding different understanding these authors of the "nature" of God's energies, the relationship between God's essence and God's energies, and the different understanding of communion to God by essence (point of view of Nikephoros Gregoras) and by grace (point of view of Gregory Palamas).

Materials and methods. In this article the methodology of critical analysis and the methodology of the rational reconstruction of the researched materials are used, combined with the methods of comparative analysis of doctrine of St. Gregory Palamas and the doctrine of Nikephoros Gregoras.

Results. The point of view of Gregory Palamas concerning the “nature” of the uncreated energies is researched in this article. In the understanding of St. Gregory Palamas, this category includes the following: first, God's designs, second, God's abilities (wills) to perform some actions, third, God's actions, and, finally, fourth, the outpouring of the God's essence (grace). This is that which goes beyond the essence of God, but not beyond His existence (into the realm of creatures). This is that by which people commune to God. This a point of view is opposed to that of Nikephoros Gregoras. Since, according to Gregoras, God is pure actuality and there is no potency in Him, God's designs, faculties, and actions are the essence of the same. There is no distinction between them. They are identical and created, realized in time and have a temporal beginning and a temporal end. If, according to Gregoras, uncreated energies do exist, they are identical with God's essence. There is incompatibility of the opinions of the authors under consideration in their understanding of the communion. Thus, if, from the point of view of St. Gregory Palamas, we take communion to God by grace (by uncreated energies), then, according to Gregoras, we take communion to God by His, God's, essence.

Discussion and conclusions. We proved that, there is the fundamental incompatibility of the positions of St. Gregory Palamas and Nikephoros Gregoras regarding their understanding of uncreated energies, that provides an area for the further discussion.

Introduction. The article deals with the problem of the attitude of N.A. Berdyaev and I.A. Ilyin to the Soviet government. The relevance of the research stems from the rapidly growing interest of the scientific community and Russian society as a whole in the Soviet era and the legacy of the presented thinkers. It is emphasized that if I.A. Ilyin initially rejects the Soviet regime, which, as he believed, tore up the history of Russia, then N.A. Berdyaev, recognizing its historical place, initially refuses to interact and cooperate with the new government. After 1945, N.A. Berdyaev will take a pro-Soviet position. I.A. Ilyin throughout his intellectual biography will be antagonistic to the Soviet government and to Bolshevism, which resulted in today's debate about the thinker's sympathy for fascism.

Materials and methods. The main material of this study is the works of the authors: A.A. Ermichev, I.S. Stokalich, V.S. Makarov, A.U. Bubnov, A.V. Shumskoy, A.V. Bagaev, M.F. Nikiforov, A.I. Vakulinskaya, V.I. Kulikov. The following methods were used in the article: system analysis, philosophical analysis, interpretation, comparison and synthesis.

Results. As a result of the study, an attitude of disagreement with the activities of the Soviet government in Russia was revealed, characteristic of both thinkers. At the same time, significant differences in Berdyaev and Ilyin's attitude towards this government and its policies are also revealed: N.A. Berdyaev's attitude has undergone an evolution (from negativism to justification), while I.A. Ilyin's negative attitude has remained unchanged and even led to interaction with forces opposing the USSR on the principle of "my enemy's friend is mine a friend."

Discussion and conclusions. In the pre-war period, N.A. Berdyaev cautiously criticized the Soviet government, becoming a pro-Soviet thinker after 1945. If I.A. Ilyin from the very beginning will resolutely reject the communist regime as an organic part of national history, then N.A. Berdyaev, recognizing its historical place, initially refuses to interact and cooperate with the new government.

I.A. Ilyin, unlike N.A. Berdyaev, has always been categorical critics of the Soviet government, its the anti-clerical course and the entire socio-economic field of management. He believed in the imminent collapse of the totalitarian system of the USSR, which should be replaced by a national-patriotic "liberal dictatorship". I.A. Ilyin's radical anti-Sovietism and anti-Communism largely explains his cooperation with the German authorities before 1938.